Teachers’ professional identities and perezhivaniya in adopting technology-assisted language teaching: A longitudinal Q-methodology Approach

Lili Qin; Baogui Niu

Authors

Lili Qin Guangdong University of Foreign Studies, China
Baogui Niu Jilin University, China (Corresponding author)

Keywords:

teachers’ professional identity, language other than English teacher, emotion, perezhivanie, Q methodology

Agencies: National Philosophy and Social Science Fund General Project: Research on the Multi-Dimensional Coordinating Mechanism of Second Language Learner Agency in the Context of Digital and Intelligent Technologies (24BYY112); Guangdong Provincial Philosophy and Social Science Project: Research on the Foreign Language Learner Agency under the Integrated Digital Resource Educational Model (GD24CWY08); Guangdong Provincial Education Department Higher Education Teaching Quality Engineering Project: Reform and Practice Based on the Intelligent Teaching Model—Taking “Academic English Writing” as an Example (No Project Number).

Abstract

This study examined the emotional experiences of 13 Japanese-as-foreign-language teachers, using Vygotskian concept of “perezhivanie” in the context of technology-assisted language teaching (TALT) at a northeastern Chinese university. Employing a longitudinal Q Methodology the research tracks the evolution of their professional identities as they engage with TALT over 15 months. Analysis reveals two main professional identities initially – the “advocate of online teaching” and the “supporter of offline teaching”. However, a new identity, the “regretter”, emerges in the second phase, reflecting a sense of missed opportunities in contributing to online course development. By examining educators’ professional identities through perezhivanie, this study highlights the dynamics between their cognitive processes, emotional responses, and technology shaping teacher professional identity within the evolving landscape of TALT.

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Author Biographies

Lili Qin, Guangdong University of Foreign Studies, China

Lili Qin is a Professor of Applied Linguistics at Guangdong University of Foreign Studies, Guangdong, China. With over 70 publications in prominent journals, her research contributions include articles in Modern Language Journal, System, Asia-Pacific Education Researcher, Foreign Language Teaching and Research, Modern Foreign Languages, and others. She has co-authored the Special Issue on “Sociocultural Theory and Second Language Pedagogy” in the Chinese Journal of Applied Linguistics, as well as special columns on “Sociocultural Theory and L2”, “Agency and L2 Learning”, and “AI in ISLA” in several leading Chinese journals.

Baogui Niu, Jilin University, China (Corresponding author)

Baogui Niu is currently pursuing his doctor’s degree in applied linguistics at Jilin University. He was once supervised by Prof. Lili Qin in language teaching and applied linguistics research for a master's degree and has published 5 papers during his master's education.

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FUNDING INFORMATION:

National Philosophy and Social Science Fund General Project: Research on the Multi-Dimensional Coordinating Mechanism of Second Language Learner Agency in the Context of Digital and Intelligent Technologies (24BYY112); Guangdong Provincial Philosophy and Social Science Project: Research on the Foreign Language Learner Agency under the Integrated Digital Resource Educational Model (GD24CWY08); Guangdong Provincial Education Department Higher Education Teaching Quality Engineering Project: Reform and Practice Based on the Intelligent Teaching Model—Taking “Academic English Writing” as an Example (No Project Number).